Transition Tips Welcome everyone and thank them for the opportunity to provide this seminar at their event Introduce yourself and the co-presenter Introduce the name of the presentation Refer to the portfolios they have been provided and the handouts for the presentations Review the rest of the contents of the portfolios: transition materials to use and provide to students While the information is geared towards the transition to university much of it can be applied to the transition to college as well

This presentation is available to download for the next 5 days at http://www.utsc.utoronto.ca/ability/presentation_download.html Image on all slides – header says UTSC with logo on bottom right that says University of Toronto Scarborough This presentation is available to download for the next 5 days at http://www.utsc.utoronto.ca/ability/presentation_download.html

Agenda Student Transition Issues 1 Student Transition Issues Preparing for Success: Transition Planning 2 I always like to provide the audience with a roadmap for the presentation so you know what to expect . The agenda for today is: Student transition issues: I will identify the transition issues that are common to all students and then discuss the transition issues that students with disabilities experience. This will set the scene meaning that if we know what the issues are, we can devise strategies and tips to help with the transition Preparing for success: provide you with concrete tips and suggestions that you can give to students with disabilities who are planning to make the transition from high school to university Questions & Discussion: there is time at the end of the presentation for questions from the 3 Questions

Student Transition Issues

Student Transition Issues New environment Larger class sizes Change in interaction with instructors Increased academic expectations Increased freedom & flexibility New independence & responsibilities Changes in identity development Differences in social support Every student is unique, and at a different stage in their student development. There are, however, common issues that students experience when they begin university. New Environment - students will be exposed to a wide range of peers, faculty, staff - larger physical space than high school Adjustment to a different system than they have been used to Larger Class Sizes Many first year courses are larger lectures Professors lecture students, not like teachers in high school Some courses still have the smaller tutorial/lab components Change in Interaction with Instructors Teachers in high school work to engage students, monitor their progress At university, there are many more students – profs are still approachable, but students must make the extra effort Increased Academic Expectations Academic standards are high Students should be especially careful around plagiarism and other academic offenses: these are treated very seriously in the university environment Increased reading load - Volume of material significant – students needs to keep up with the volume of the reading expected to meet deadlines Increased Freedom & Flexibility Many students do not know what to do with all their non-scheduled time – this can feel like “free time” but really, students should be working during these periods – for students with disabilities the lack of structure can cause them to get behind and it is harder to catch up For many students, this is the first time away from home with no rules from parents New Independence and Responsibility -Students with disabilities have the added stress of learning to advocate for themselves. They need to self-identify Students must learn to navigate the university system, use all the resource available Most work in university is done outside the classroom – students must monitor themselves and keep up more independently In high school, there is often one person who knows all the answer (e.g., teacher, principal) – at university, must visit several offices In high school, accommodations and “extra help” are usually initiated by teachers – at university, students must initiate Identity Development -used to identify as a high school student but now developing as a university student Differences in social supports Change in support systems: parental, social and educational Friends have gone to other post-secondary institutions or work

What about Students with Disabilities? Students with disabilities experience similar transition issues to other students, but the transition can be even more stressful and challenging. Students with disabilities experience the same transition issues that were identified in the previous slide, however, the nature of the disability may mean they face additional challenges with the common student transition issues. For example, one of the student transition issues that was discussed in the previous slide was the new environment. All students need to learn where the buildings are located and where to park if they are driving to school. Once inside the buildings, students need to learn where the classrooms are located. A student who uses a mobility device because of the impact of their disability would also need to learn where the buildings are located etc. However they also have to determine where the accessible parking spots are located in the parking lot, which doors have automatic door openers to enter/exit the building, where is the elevator in relation to their classroom, where is the accessible seating in the classroom, are the classrooms accessible etc. So students with disabilities potentially face extra challenges with the transition issues that are common to all students. But in addition to the extra challenges to the common transition issues, students with disabilities face additional transition issues that students without a disability do not have.

Transition Issues for Students with Disabilities Disability Awareness Low level of knowledge Ineffective self advocates in a system that demands it Solution: Increase understanding of disability Learning & Compensatory Strategies Underdeveloped strategies Inability to manage academic tasks effectively Solution: Increase exposure to strategies Assistive Technology Under use of assistive technology Inability to manage academic tasks efficiently Solution: Integration of AT as mainstream The additional transition issues that students with disabilities experience relate to 3 key areas. Overcoming the concerns in these areas will help make the transition smoother and more successful. 3 areas = Disability Awareness, Learning & Compensatory Strategies and AT What are the concerns/problems students with disabilities have in addition to the common student concerns/problems with the transition from high school: One of the concerns/problems/issues is the low level of knowledge many students have about the nature of his/her disability. I understand that the impacts of the disability itself may prevent the student from being able to adequately describe their disability and related needs. However, more often, once the student has been educated about their disability, they are able to describe it and their needs. Students assume what works for them in high school will work in university Many decide to go it alone meaning they will not utilize accommodations and services from the DSO When the reality of university does not meet the student’s expectations then the students have a challenging time with the transition

Disclosing about their disability High School Student record identifies a student with a disability Teachers are made aware of identified students and identification category Students do not generally register to write a test with accommodations University Students must self-identify to our service Faculty are not aware student with a disability is in their course unless the student self-identifies The Faculty member will not know the disability Students need to register an exam accommodation request with the service VS. Students need to know information about their disability in order to understand the need to disclose disability related information to receive accommodations and supports in post secondary systems. In addition, part of being a good self-advocate means that they know information about their disability (understands strengths and weaknesses understands LD, AD(H)D, etc. understands the impact understands what is needed Students need to self-identify in order to receive accommodations. Why are the three areas identified on the previous slide issues in the transition from high school to university? The process of identification that a student has disability-related needs that require accommodations is very different in university than high school. In high school, teachers are made aware through the student’s record that the student has a disability and requires accommodations. The teacher is then To start, students need to have a good understanding of the nature of the disability to know that his/her disability needs can be accommodated in post secondary studies. Students need to SELF IDENTIFY TO AccessAbility Services Give a example of this – Student went to exam but he did not receive services – he assumed the professor would give accommodations to him even though he did not identify himself to the professor or our office

Advocacy in Post Secondary Post-secondary systems demand that students be good self-advocates Students are expected to take responsibility for their actions and decisions Getting students involved with their own transition planning will help them develop self-advocacy and self-determination skills that will serve them well in post-secondary Students need to get through university as independent people. This means that students need to take responsibility for certain tasks like making their own appointments, accessing resources on campus, etc. Students need to take a role in the transition Self-advocacy is particularly important for students with disabilities Speak to why self-advocacy may be difficult for some students with learning disabilities (social skills deficits….)

Changing Parental Role Difference between high school and university In high school parents may: Meet regularly with teachers Be highly involved with IEP’s, IPRC’s, etc. Make decision on behalf of their child In university, parents will begin to: Act as advisors to their child Have little to no contact with school Encourage students to make decision more independently Parents historically are more involved in advocacy for their child - many students are not used to self-advocacy Changing roles of students and parents in university In the post-secondary sector Professors don’t respond well to parents meeting with them about their child, asking for extensions, etc. Privacy legislation forbids disclosure of personal information without the express consent of the person to whom the information relates Therefore, the university cannot: Answer questions about a student’s diagnosis, accommodations, or services (including whether or not the student registered with the service) Provide information about a student’s progress or grades Answer questions about a student’s grades Reveal where a student lives on campus Supply information regarding students’ financial accounts But here’s what the university CAN do: Listen and take note of parent concerns Make contact with the student about a parent’s concern Encourage students to communicate with their families Provide guidance to parents via: “Family/Parent Information website”

Skill Development Learning Skills Goal setting Time management Note taking Test preparation Test writing Academic reading Academic writing Personal Skills Self-advocacy Daily living skills for independence Interpersonal Stress-Management Problem-solving/decision making Participate in learning strategies courses in high school if available “Generic skills needed for all students but some student require specific instruction to acquire or develop these skills” ministry transition guide for teachers Increased academic expectations result in the need for strong learning skills Strongly recommend that courses in high school develop these skills - Encourage students to take the Learning Strategies throughout secondary and career studies Schools to create alternate credit “Personal Life Skills” It is helpful for students to be aware that the learning skills they used in high school may not necessarily work in university – so it is important to attend workshop on learning skills and for the student to explore their learning styles and preferences before they arrive at the university Flexibility is key – students need to understand that they do need to often change their ways Ministry of Education, Transition Planning Guide 2002

Technology “Technology is one of the key components for survival for students with learning disabilities at the…post-secondary level.” Transition Planning Resource Guide for Students With Learning Disabilities Learning Disabilities Association of Ontario 2003

Access to text material 4/11/2011 Volume of reading is greater than high school, so it is critical to: enhance reading speed and comprehension with high quality speech, accurate highlighting Reading materials are: hard copy text books library reference material Blackboard PDF articles web documents handouts power point files inaccessible PDF files and more

Important student skills are: 4/11/2011 Competency in using Word Processing, Spreadsheets, Presentation software, and existing assistive technology Good communication and technical skills in care and maintenance of computers- what AT are they using? what operating system? what Office package? Clear advocacy in expressing their needs and problems in using technology and in educational tasks Use of low tech day timers or phone/computer equivalent to track assignments, exams, classes

Commonly used AT in Post-Secondary Kurzweil: scanning and reading software Dragon Naturally Speaking: for dictation Inspiration: (similar to SmartIdeas) for outlining, brainstorming WordQ: for spelling/grammar support in writing Microsoft Outlook and iPod/smartphone: organizers ZoomText: screen magnification & reading Varies from institution to institution Funding resources for technology (to be discussed later) On campus resources

Preparing for Success: Transition Planning

Involvement in Transition Planning Due to the additional challenges students with disabilities face, effective transition planning at the secondary level must be: A student-centered activity reflecting the developmental and educational needs of the student A collaborative effort among parents/guardians, and secondary and post-secondary personnel Students need to be involved in the transition process – be active

Recommendations for Transition Plan University Orientation Visit selected university Review all resources available on campus Investigate if orientation programs are available Do in context of choosing a university Touch on what to do once made decision

Steps to a Smooth Transition Upon receipt of the Offer of Admission, student should contact the Office for Students with Disabilities to determine documentation requirements and the process for accommodations. Determine eligibility for disability related financial resources (e.g. OSAP, ADP, ODSP). Inventory all assistive technology items that student is able to keep in the transition from high school to university. Specify the version of the software and/or the date of purchase of the items. Refer to the checklist in the folder called a sample transition list

Steps to a Smooth Transition (cont’d) Create a Personal Transition Portfolio that includes all relevant medical/assessment documentation, academic records (e.g. IPRC/IEP), funding options and available assistive technology. Develop a skill set that will support a smooth transition and link with external supports (e.g. self-advocacy, technical, orientation and mobility skills, attendant care) Attend general and disability specific orientation programs NOTE: Universities and College do not accept IPRC/IEPs as verification of disability and impact on academic funding BUT it is often a good place to begin! Ideally the student is creating a transition portfolio throughout their years at high school Easier while the student is in the secondary system vs. trying to get the documents after they graduae and worse – needing it over the summer when the school is closed Comment about updating medical documentation Refer to documentation guideline One year before leaving Create a Transition Portfolio by June Assessment Data **All those listed on the IEP History: Relevant educational, medical/health (hearing, vision, physical, neurological), psychological, speech-language, occupational therapy, physiotherapy, behavioral; Current Functioning: Up-to-date medical and/or psycho-educational assessment; Recent IPRC description of strengths and needs and statements of decision; Recent IEPs with the transition plan and progress reports; NOTE: Universities and College do not accept IPRC/IEPs as verification of disability and impact on academic funding BUT it is often a good place to begin!

Investigate Financial Resources Suggested actions: Set-up free profile on: studentawards.com disabilityawards.ca Apply for government programs: OSAP ODSP ADP Create a budget worksheet

External supports Apply to wait-listed programs such as the Centre for Independent Living for Attendant Care in post-secondary school timely application to waitlisted programs and services” p21

University of Toronto Scarborough Transition Program Summer STARTUP Incoming First Year Students with a Learning Disability 2012 dates to be determined Flyer in porfolio If time – say that our program includes social so that the students have the opportunity to devlop interpersonal skills/ meet friends Most colleges & universities have transition activities for students with disabilities: 1 day or more in spring/summer 1 week or more in spring/summer 6 weeks in summer May include credits Early access to services Training on AT and processes “I think it was a really good program and I learned many things that I know will help me in my university life. I also like how I made new friends who I still talk to.” – participant comment about the STARTUP program

Summer Transition Program Project ADVANCE is available to students with learning disabilities who are residents of the Province of Ontario. Regardless of where they plan to attend university, this program will prepare them for their transition. 6-week summer institute at York University There is an eligibility criteria and application Deadline is May 27, 2011 There is a fee http://www.yorku.ca/cdc/ldp/projectadvance.html

Student Feedback about transition support through High School “Learning how to talk about my learning disability and anxiety issues in order to advocate for assistance in university” [was the most helpful]. “The most helpful assistance [provided by my high school] was assistance in contacting the accessibility support providers at different universities/colleges.” “Presentation about the differences between university and high school…The presentation helped me realize how I should somehow prepare myself for postsecondary education.” End this with student perspectives about how high schools assisted them transition to UTSC

What do Students Say about How High School Assisted/can Assist their Transition? My teacher “wouldn't let me get discouraged and would just continue to tell me that I learn differently than others but it doesn't mean that I will never understand it, I just need some modifications in order to enhance my learning.”

Contact Us AccessAbility Services, UTSC www.utsc.utoronto.ca/ability 416-287-7560 (tel/TTY) Tina Doyle, Director doyle@utsc.utoronto.ca Cheryl Lepard, Disability Consultant clepard@utsc.utoronto.ca Colleen Reid, Assistant Director reid@utsc.utoronto.ca

Resources Info for parents: www.utsc.utoronto.ca/~stuaff/parents/index.html

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